I Semester- Syllabus · I Semester- Syllabus Course Code Papers Credits Internal Assessment External Assessment Total Marks Minimum Minimum Maximum to pass Maximum to pass BED20PE

SRINIVAS UNIVERSITY

COLLEGE OF EDUCATION

I Semester- Syllabus

Course Code Papers Credits Internal Assessment External Assessment Total

Marks

Maximum

Minimum

to pass Maximum

Minimum

to pass

BED20PE

1.1 Childhood and

Growing Up

4 30 15 70 35 100

BED20PE

1.2 Philosophical and

Sociological

Foundation of

Education

4

30 15 70 35 100

BED20PE

1.3 Educational

Technology

2 15 7.5 35 17.5 50

BED20CPS

1.4 Pedagogy of

School Subject -1

1.4.1 Languages

1.4.2 Commerce

1.4.3 Physical

Science

2 15 7.5 35 17.5 50

Pedagogy of

School Subject -2

1.5.1 Social

Science

1.5.2

Mathematics

1.5.3 Biological

Science

2 15 7.5 35 17.5 50

BED20EPC

1.6 Fundamentals of

ICT and its

Application

4 50 25 - - 50

BED20EPC

1.7 Microteaching

and Simulation

Lessons

2 50 25 - - 50

BED20EPC

1.8 Reading and

Reflection on

Texts

2 50 25 - - 50

Total

Scores/Credits

20 255 245 500

BED20PE 1.1 CHILDHOOD AND GROWING UP

Contact Hours: 60 Marks:100

Credits:4

OBJECTIVES

After studying this course the student- teachers will be able to:

1. Explain the process of development with special focus on infancy, childhood and

adolescence

2. Critically analyze developmental variations among children

3. Comprehend adolescence as a period of transition and threshold of adulthood

4. Analyze different stages and factors influencing child development

5. Understand the theoretical approach in human development

UNIT 1: PERSPECTIVES IN DEVELOPMENT 10 hours

1.1 Concept, Meaning, Scope and Functions of Educational Psychology

1.2 Growth and Development: Concept and Differences, Developmental Influences,

Development as a resultant of Interactions between individual Potential (innate, acquired)

and external environment (Physical, Socio-cultural, ecological, economic and

technological). Nature and nurture continually and discontinuity issues, growth and

Maturation.

1.3 Gathering data about children from different contexts: naturalistic observations,

Interviews, reflective journals about children; anecdotal records and narratives, case

study, Survey.

1.4 Domains: Physical, Sensory-perceptual, cognitive, socio-emotional, language and

communication, social relationship.

UNIT 2: STAGE OF HUMAN DEVELOPMENT 10 hours

2.1 Child as a developing individual; A psycho-Social entity; stages of development

2.2 Developmental characteristics of a child and an adolescent: physical, cognitive, social,

emotional, moral and language; their interrelationships

2.3 Developmental tasks of childhood and adolescence and their implications

2.4 Factors influencing development such as heredity & environment, media, nutrition, child-

rearing practices, siblings and peers

UNIT 3: THEORETICAL APPROACHES TO DEVELOPMENT 15 hours

3.1 Cognitive & Social – cognitive theories (Piaget, Vygotsky, Bruner, Bandura)

3.2 Psycho- social Theory (Erikson) and Psychoanalytic Theory (Freud)

3.3 Ecological Theory (Bronfrenbrenner)

3.4 Holistic Theory of Development (Steiner)

UNIT 4: ADOLESCENCE: ISSUES AND CONCERNS 15 hours

4.1 Realistic and contextual frames of growing up in adolescence: Cultural differences and

adolescence Impact of economic changes, urbanisation and Media, Adolescence in difficult

circumstances.

4.2 Issues and Concerns: Problems of adjustment Understanding of emotional disturbance

and risk behaviour Identity Crisis Development of emotions: Functions of emotions,

attachment – Bowlby.

4.3 Parent child conflict Drug addiction and Abuse Bullying Juvenile delinquency Health

awareness – prevention and control.

4.4 Life Skills and Independent Living: 10 life skills given by UNICEF, Career Choices:

Holland’s Theory

SUGGESTED ACTIVITIES

Preparing a report on adolescent problems

Preparing a report on various career choices

Observing and preparing a report by identifying milestones achieved at various stages

of development

Writing a Journal for reflection

Case study

ASSESSMENT:

Sl. No Items Internal

Marks

External

Marks

1 One Assignment 10 --

2 Two Internal Tests 10+10 --

Total 30 70

SUGGESTED READING

1. Berk, L. E. (2000). Human Development. Tata Mc.Graw Hill Company, New York. 2. Brisbane, E. H. (2004). The developing child. Mc.Graw Hill, USA. 3. Cobb, N. J. (2001). The child infants, children and adolescents. Mayfield Publishing

Company, California. 4. Hurlock, E. B. (2005). Child growth and Development. Tata Mc.Graw Hill Publishing

Company, New York. 5. Hurlock, E. B. (2006). Developmental Psychology- A life span approach. Tata

Mc.Graw Hill Publishing Company, New Delhi. 6. Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on Schools,

Schooling and Human Development. New York: Routledge. 7. Mittal, S. (2006). Child development- Experimental Psychology. Isha Books, Delhi. 8. Nisha, M. (2006). Introduction to child development, Isha Books, Delhi.

9. Papalia, D. E., & Olds, S. W. (2005). Human development. Tata Mc.Graw Hill Publishing Company, New York.

10. Santrock, J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing Company, New York.

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BED20PE 1.2 PHILOSOPHICAL AND SOCIOLOGICAL BASES OF

EDUCATION

Contact Hours: 60 Marks:100

Credits: 4

OBJECTIVES


1. To develop understanding about the relationship between Philosophy and Education.

2. To develop understanding about the relationship between Sociology and Education.

3. To develop understanding about the basic Principles of Eastern and Western

Educational Philosophy.

4. To realize the needs and implication of Values in Education.

UNIT 1: PHILOSOPHICAL FOUNDATION OF EDUCATION (10 HOURS)

1.1: Meaning and definitions of education.

1.2: Education as a process and product.

1.3: Meaning and definitions, scope of philosophy.

1.4: Interrelationship between philosophy and education.

UNIT 2: SCHOOLS OF PHILOSOPHY (20 HOURS)

2.1. Idealism, Naturalism, Pragmatism: aims, curriculum, methodology, teacher-pupil,

Relationship, discipline and educational Implications of these schools.

2.2. Contribution of Philosophers: M.K.Gandhi, Swami Vivekananda and Rousseau

2.3. Values-meaning, types of values: spiritual, moral, social, aesthetic, human values.

2.4. Modern values mentioned in the Indian Constitution.

UNIT 3: SOCIOLOGICAL BASES OF EDUCATION (15 HOURS)

3.1. Meaning and definitions, Concept of Sociology.

Meaning, and definitions of educational sociology and Importance of educational

Sociology.

3.2. Formal, Informal and Non formal agencies – concept and functions, role of

Educational agencies for national welfare and development.

3.3: Culture: meaning, definitions, characteristics, Cultural change,Cultural Lag.

3.4: Social Change: meaning, role of education in promoting social change.

UNIT 4: STATE AND EDUCATION (15 HOURS)

4.1: Modernization: meaning and attributes, education in relation to modernization.

4.2: Education as human resource development: Concept, problems related to human

Resource development. Population family, women use of population as human

Resource implication to education.

4.3: Education for Emotional and national Integration, Education for International

Understanding-meaning and need.

4.4: Human rights education: aspects of human rights declaration on the rights of the

Child major highlights, role education for human rights.


1. Conducting and reporting any one activity which promotes National Integration.

2. Participating in any social activity conducted by International Organizations like

UNICEF, WHO and reporting.

3. Conducting the awareness programmes about the constitutional provisions regarding

education and reporting.

4. Other activity: survey/analytic study related to the syllabus can be planned

implemented by the college.

ASSESSMENT:

Sl. No

Items

Internal

Marks

External

Marks



Total 30 70

SUGGESTED READINGS

1. Sociological Approach In Indian Education by SS Mathur – Vinod Putak Mandira

Agra 2. The Philosophical And Sociological Foundations Of Education (Doaba House Book

Sellers And Publication Delhi 11006) by Kamal Bhatia And Baldevbhatia 3. Ground Work Of Theory Of Education by Ross 4. Modern Philosophy Of Education – by Brabacher 5. Foundations of Eduction – VP Bokil 6. Educational Sociology – Brown 7. Deschooling Society – Evan Illich

8. J.C. Aggarwal : Theory and Principles of Education : Philosophical and Sociological

Bases of Education, Vikas Publishers New Delhi, 1996.

9. S.P. Chaube : Philosophical & Sociological Foundation of & Akilesh Chaube

Education, Vinod Pustak Mandir, Agra, 1998.

10. N.R. Swaroop Saxena : Principles of Education, Surya Publishers, Meerut, 1999.

11. J.S. Walia : Principles and Methods of Education, Paul Pub, Jalandhar, 2001.

12. Kamala Bhatia : The Philosophical and Sociological Foundation Baldev Bhatia of

Edn., Doaba House, Delhi, 1995.

13. Venkataiah, N., Vatue Education, APH Publishing Corporation, New Delhi, 1998.

14. Agarwal, J.C., Development and Planning of Modern Education, 6th Ed., Vikas

Publishing House, New Delhi, 1997.

15. Agarwal, J.C., Landmarks in the History of Modern Indian Education 2nd Ed., Vikas

a. Publishing House, New Delhi 1993.

16. Agarwal, J.C., Theory and Principles of Education : Philosophical and Sociological

Bases of Education, 10th Ed, Vikas Publishing House, New Delhi, 1991.

17. Anand C.L., The Teacher and Education in the Emerging Indian Society, NCERT,

New Delhi, 1985.

18. Arora, K.L., Education in Emerging Indian Society, Prakash Brothers, Ludhiana,

1986.

19. Bhatia Kamala and Bhatia B.D., Theory and Principles of Education, Doaba House,

New Delhi, 1991.

20. Bhatia K.K. and others, Modern Indian Education and its Problem, Prakash Brothers,

Ludhiana, 1986.

21. Bhatnagar S., Indian Education : Today and Tomorrow, Loyal Book Depot, Meerut,

1983.

22. Chaube, S.P., History and Problems of Indian Education, 5th Ed., Vinod Pustak

Mandir, Agra, 1994.

23. Humayun Kabir, Indian Philosophy of Education, Asia Publishing House, Bombay,

1961.

24. Kuppuswamy B., Social Change in india, Vikas Publishing House, New Delhi, 1975.

25. Mohanty J., Indian Education in the Emerging Society, Sterling Publishers,

Bangalore, 1988.

26. Mohanty, Sunil Behari, Education in Changing Indian Society, Vidyapuri Publishers,

Cuttack 1996.

27. Mathur, S.S., A Sociological Approach to Indian Education, Vinod Pustak Mandir,

Agra, 1981.

28. Murty S.K., Philosophical and Sociological Foundation of Education, Prakash

Brothers, Ludhiana, 1985.

29. Pandey, R.S., Principles of Education, Vinod Pustak Mandir, Agra, 1992.

30. Swarup Saxena N.R., Principles of Education, Loyal Book Depot, Meerut, 1990.

31. Sharma, Ram Nath, Sharma, Rajendra K. Sociology of Education Media Promoters

and Publishrs Pvt. Ltd., Bombay, 1985.

32. Taneja V.R., Educational Thought and Practice, 9th Ed., Sterlin Publishers, New

Delhi, 1986.

33. Walia J.S., Education in Emerging Indian Society, Paul Publishers, Jalandhar, Punjab,

1988.

34. Walia., J.S., Modern Indian Education and its Probems, Paul Publishers, Jalandhar,

Punjab, 1998.

35. Walia, J.S., Principles and Methods of Education, Paul Publishers, Jalandhar, Punjab,

1998.

36. Yadav & Yadav, Education in the Emerging Indian Society, Tandon Publications,

Ludhiana, 1986.

37. Jantali R.T., Bharathadalli Shikshana Hagu Prachalitha Samasyegalu, Bharath Book

Depot, Dharwad, 1994.

38. Janali R.T., Shikshana Tatvashastra Hagu Samajashastra, Bharath Book Depot,

Dharwad, 1992.

39. Karajagi B.D., Shikshanada Tatvangalu Mattu Shaikshanika Samajashastra, Sri

Prakashana, Dharwad, 1994.

40. Kongavadu N.B., Bharathadalli Shikshana Hagu Prachalitha Samasyegalu,

Vidyanidhi Prakashana, Gadaga, 1993.

41. Narasimachar A.L., Bharathadalli Shikshana, Shikshana Prakashana, Mysore, 1995.

42. Obalesha Ghati, Udayonmukha Bharathadalli Shikashanaa, Shivaganga Prakashana.

Toranghatta, 1994.

43. Shivashankar, H.V., Bharathdalli Shikshana, Hanji Prakashana, Davanagere, 1982.

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BED20PE 1.3 EDUCATIONAL TECHNOLOGY

Contact Hours: 30 Marks: 50

Credits: 2

OBJECTIVES


1. Understand the concept and scope of Educational Technology

2. Understand the concept of Approaches of Educational Technology

3. Explain the meaning and use of cybernetics

4. Understand the use of different Media in Education

5. Understand the different learning Experiences and use them in the teaching-learning

process

6. Acquaint with innovations in Educational Technology

7. Integrate ICT into teaching learning, administration and evaluation

8. Develop information management, communication and collaborative skills

9. Design and develop and use learning materials in teaching

10. Practice safe, ethical ways of using ICT

11. Use ICT for making classroom processes inclusive

UNIT I: BASICS OF EDUCATION TECHNOLOGY 12 hours

1.1 Education Technology – Meaning, Nature, Scope, Objectives and Importance

1.2 Instructional technology and teaching technology: Meaning, nature and scope

1.3 Approaches of Educational Technology- Hardware, software and systems approach-

concept, scope and educational implications

1.4 Cybernetics: Meaning and use in the development of instructional design

UNIT II: MEDIA IN EDUCATION 12 hours

2.1 Print Media – Books. Journals, Magazines and news paper- concepts and educational

implications

2.2 Digital Media – Documentaries, Still pictures, websites, web page – concept, procedure

of development, Uses, merits and limitations

2.3 A-V Aids – types: audio aids, Video aids and A-V Aids (Radio, TV, and films) –

meaning, needs, functions, application in Education

2.4 Multi-Media: Meaning , features of computer multimedia ,stages of development of

multi – media instructional package, scope and educational implications; Multi sensory

approaches – relationship of Learning and Experiences, Dales cone of experience and

step learning experience model

UNIT III: EDUCATIONAL SYSTEMS 18 hours

3.1 Concept of ICT and principles of using ICT in teaching learning process

3.2 Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI), Computer

Mediated Communication (CMC), Computer Simulation, Educational podcast cloud

computing- Concept, meaning and merits in education:

3.3 Impact of ICT in education- social, cultural, economical; Issues and concerns related to

ICT

3.4 Resource centers and services in educational technology: CIET( Central Institution of

Educational Technology) , SIET,( State Institution of Educational Technology)

EMMRC,(Educational Multimedia Research Centre) TEINDIA( Teacher Education

INDIA), EDUSAT(Educational Satellite), IT@SCHOOL(Information Technology at

School), GYAN DARSHAN, INFLIBNET(Information and Library Network): uses and

advantages


1. Browse websites (Khan Academy, E-Gyankosh, Shodhaganga, NCTE, NCERT,

DSERT, UGC) collect documents like policies, plans, statistics, scholarships, issues

and trends and write a report.

2. Use of Open Education Resources( OER) for class room transaction

3. Recording – Audio/Video lectures followed by discussions, presentations, and writing

report.

4. Developing web resource file for any given topic(unit)

5. Mobile learning – related activities like use of blue tooth, SMS, MMs, and other

features.

6. Login in to you tube – download and upload

7. Writing a report on TV lessons and discussions

8. Writing a report on radio lessons and discussions

ASSESSMENT:

Internal

Marks

External

Marks

Sl. No. Items



Total 15 35

SUGGESTED READINGS

1. Apter Michael, J. (1968) the New Technology of Education London: MacMillan.

2. Bhatt, B.D. and Sharma, S.R. (2003) Educational Technology: Concept and Techniques. New Delhi: Kanikshka Publishers Distributors.

3. Bhushan Anand and Ahuja, M (1992) Educational Technology Patiala: Bawa Publishers.

4. Dale Edgar (1954) Audio-visual methods in teaching (2nd ed).New York: The Dryden Press

5. Dale, Edgar (1946). Audio-visual methods in Teaching New York: The Dryden Press. 6. Dale Edgar. (1969). Audio-visual methods in teaching (3rd ed) New York: The

Dryden Press.

7. Dange Jagannath, K (2014) Learning and Experiences Lap Lambert Publication

Germany.

8. Goel, D. R., and Joshi, P. (1999) A Manual for INTERNET Awareness CASE: The M. S. University of Baroda Press.

9. Khirwadkar, A. (2005) Information & Communication Technology in Education.

New Delhi: Sarup & Sons. 10. Khirwadkar, A. (2010) e-learning Methodology: Perspectives on the Instructional

Design for Virtual Classrooms. New Delhi: Sarup Book Publication Ltd. 11. Kulkarni, S.S. (1986) Introduction to Education Technology. New Delhi: Oxford &

IBH Publishing Co.

12. Kumar, K.L. (1996) Educational Technology and Communication Media.

Cuttack: Nalanda.

13. Mahapatra, B.C. (2006) Education in Cybernatic Age. New Delhi: Sarup Sons.

14. Mangal, S.K. and Mangal, U. (2009) Essentials of Educational Technology New

Delhi: PHI Learning Private Limited.

15. Richmond, W. R. (Ed.) (1900). The Concept of Education Technology: A Dialogue with Yourself. London: Weidenfield and Nicolson.

16. Ruhela, S.P. (1973). Educational Technology New Delhi: Raj Prakashsn.

17. Sampath, K., Pannirselvam, A.and Santhanam, S. (1990) Introduction to Educational Technology New Delhi: Sterling Publishers Private Limited.

18. Saxena, S. (1999) A first course in computers New Delhi: Vikas Publishing House.

19. Sharma, R. A. Technology of Teaching. Meerut: International Publishing House.

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BED20CPS 1.4.1 PEDAGOGY OF SCHOOL SUBJECT -I: LANGUAGES


Credits: 2

OBJECTIVES


To develop an understanding of nature and functions of a language

To help student teachers critically analyse the language policy and politics and their

implications for teaching the language

To help student teachers develop insights into the processes of transition from home

tongue to school language and their implications for learning languages in school

To help student teachers differentiate between language learning and acquisition

To facilitate a critical examination of the language curriculum of secondary schools

To enable student teachers to understand how classroom environment influences

language learning

UNIT 1: GENERAL INTRODUCTION ON LANGUAGE 10 hour

1.1 Language: Concept and Various components of language; Functions of language; difference between different languages

1.2 Critical analysis of the following terms: Dialect, Standard and Non-standard language, classical; Characterizing mother tongue, first language, and second language, bilingual and multi-linguals.

1.3 Language as a medium of instruction and debates about English/Kannada as a medium of instruction; the recommendations of NCF-2005 on language education.

1.4 Language learning in early childhood; Language and Cognition: Piaget, Vygotsky, And Chomsky on language acquisition and relevance of their views for the language teacher.

UNIT 2: LANGUAGE COMMUNICATION SKILL 10 hour

2.1 Listening Skill: Objectives, Development of listening skill in English.

2.2 Speaking Skill: Objectives, Importance of Phonetics for Spoken English.

2.3 Reading Skill: Objectives, Development of reading skill.

2.4 Writing Skill: Objectives, Characteristics of good hand writing, Methods of improving

hand writing.

UNIT 3: LANGUAGE CURRICULUM AND TEACHING. 10 hour

3.1 Textbook in English – need, principles for preparation, review of secondary school text book, and critical analysis of exercises, children’s literature.

3.2 Supplementary reading – need, types of supplementary reading, principles in preparation of supplementary readers, use of dictionary.

3.3 Teachers hand book & pupils work book need contents & practical use.

3.4 Interdisciplinary and multidisciplinary teaching and learning: meaning, significance.


1. Compare two languages in terms of their characteristic features

2. Prepare an essay developing insights into the politics behind the issue of medium of

instruction in Karnataka. Support your discussion with relevant reports and articles

3. Interview 10 students on the difference between their home tongue and the school

language and how they are able to cope with the school language. Now prepare a

report on transition from home tongue to school language with a focus on the

problems children face in this process.

4. List and analyse in detail FIVE incidents in your school life that have contributed to

you language growth.

5. Analyse and prepare a report on one language textbook prepared in Karnataka

6. Visit a school and analyse to what extent the school environment is conducive to

language learning. Justify your answer with examples from school practices.

ASSESSMENT:

Sl. No.

Items

Internal

Marks

External

Marks



Total 15 35

SUGGESTED READINGS

1. Anderson, Ann and Lynch Tony : Listening, Oxford University Press, 1988

2. BaruahT.C : The English teachers Handbook, Sterling publishers Pvt.,Ltd. 1984

3. Billows F.L: The Techniques of English Language Teaching, Longman Group Ltd.,

London 1961

4. Bright, J.A., and McGregor G.P: Teaching English as a Second Language, ELBS

London, 1972.

5. Gordon B.S: The Teaching of English in free India, Christian Literature society,

Madras, 1960.

6. Harris: Testing English, Tata McGraw Hill, Bombay, 1974

7. Hornby : Stage 1,2,3 & 4 Teaching of Structural words, Sentence patterns ELBS &

OUP, London 1959 & 61.

8. Hubbard, P., Jones H: Thornton B and Wheeler, R.Training Course for TEFL,Oxford

University press, 1987.

9. Menon & Patel : Teaching of English as a Foreign Language, Acharya Book, Depot,

Baroda 1957.

10. Widdowson H.G. : Teaching Language as communication, OUP, London 1982.

11. Wilkinson, Andrew: Language and Education, Oxford University Press 1982.

12. Sharma K.L.: Methods & Principles of teaching English.

13. Kohli A L Techniques of Teaching English Language IX edition Dhanpal Rai & Sons

Delhi (1984)

14. Ryburn W.H. & Parkinson. J.G. The teaching of English Language O U P London

(1961)

15. Sachdeva. M.S A New Approach to Teaching of English Language in Free India

Ludiana Prakash Publications (1976)

16. Allen. Teaching English Language as a Second Language Mc Graw hill

17. Bose K. Teaching of English Language A Modern Approach Doaba House Book

Sellers & publishers, New Delhi (1979)

18. N.P. Pahuja. Teaching of English Anmol publications pvt ltd, New Delhi.

19. V.K. Nanda. Teaching of English Anmol publications pvt ltd, New Delhi.

20. Sathish C. Chadha Art and Science of Teaching English Surya publications, Near Govt

Inter College, Meerut.

21. Prem Shankar. Teaching of English APH publishing corporation, New Delhi.

22. Menon& Patel, Educational Evaluation.

23. K VenugopalRao, Method of Teaching English Neel Kamal publications Pvt ltd,

Hyderabad

24. Namitha Roy Choudhary Teaching English in Indian Schools APH Publication, New

Delhi

25. Venkateswaran. Principles of Teaching English Vikas Publishing House, Pvt.Ltd.

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Kannada Translation of

BED20CPS 1.4.1 PEDAGOGY OF SCHOOL SUBJECT -I: LANGUAGES

BED20CPS 1.4.1 ²PÀët ±Á¸ÀÛç ºÁUÀÆ ¨ÉÆÃzsÀ£À «µÀAiÀÄ –I:

¨sÁµÉಗಳು

Contact hours: 30 Marks: 50

Credits: 2

ಉದದೇಶಗಳು: ಕನನಡ ಭಾಷಯ ಸವರೂಪ ಮತುು ಲಕಷಣಗಳ ಸಂಪೂಣಣ ಪರಚಯ ಮಾಡಕೂಳುುವರು.

ಕನನಡ ಭಾಷ ಹಾಗೂ ಸಾಹತಯ ಬೂೇಧನಯಲಲ ಅಭರುಚ ಮತುು ಆಸಕತುಯನುನ ಹೂಂದುವರು.

ಕನನಡ ಭಾಷಾಬೂೇಧನಗ ಅಗತಯವಾದ ಪರಢಮಯನುನ ಬಳಸಕೂಂಡರುವರು.

ಕನನಡ ಭಾಷಯನುನ ಪಥಮ ಭಾಷಯಾಗ, ದವವತೇಯ ಭಾಷಯಾಗ ಹಾಗೂ ತೃತೇಯ ಭಾಷಯಾಗ

ಪರಣಾಮಕಾರಯಾಗ ಬೂೇಧಸುವ ಸಾಮಥಯಣವನುನ ಪಡದವರುವರು.

ಭಾಷಾಬೂೇಧನಯಲಲ ಎದುರಾಗುವ ಸಮಸಯಯಗಳನುನ ಸಮಥಣವಾಗ ನವಣಹಸಲು ಸಮಥಣರಾಗರುವರು

ಭಾಷಾ ಪಠಯಪುಸುಕಗಳನುನ ವಮರಶಣಸುವ ಹಾಗೂ ರಚಸುವ ಕರಶಲವನುನ ಕರಗತಮಾಡಕೂಂಡರುವರು.

WÀlPÀ : 1 ಭಾಷ 10 ಅವಧ 1.1 ಭಾಷ : ಪರಕಲಪನ ಭಾಷಯ ಘಟಕಗಳು ಮತುು ಕಾಯಣಗಳು , ವಭನನ ಭಾಷಗಳ ನಡುವನ ಭನನತಗಳು (ಇಂಗೇಷ, ಹಂದವ

ಹಾಗೂ ದಾವಡ ಭಾಷಗಳು)

1.2 ಪಾಂತ ಭಾಷ, ಪಾಮಾಣತ ಭಾಷ (ಗಾಂಥಕ ಭಾಷ) ಆಡು ಭಾಷ ಹಾಗೂ ಶಾಸರೇಯ ಭಾಷಗಳು, ಮಾತೃ ಭಾಷಯ

ಲಕಷಣಗಳು. ಪಥಮ ಭಾಷ, ದವವತೇಯ ಭಾಷ, ದವವಭಾಷಾ ಸೂತ ಹಾಗೂ ತ-ಭಾಷಾ ಸೂತ.

1.3 ಬೂೇಧನಾ ಮಾಧಯಮಾವಾಗ ಕನನಡ ಮತುು ಇಂಗೇಷ ಚರಚಣ. ರಾಷಟರೇಯ ಪಠಯಕಮ ಚರಕಟುು 2005 ರಲಲ ಭಾಷಾ

ರಶಕಷಣ .

1.4 ಬಾಲಾಯವಸಯಯಲಲ ಭಾಷಾ ಕಲಲಕ , ಭಾಷ ಮತುು ಜಞಾನ : ಪಯಾಜ, ವೈಗೂೇಟ ಸ ಹಾಗೂ ಚಾಮ ಸ ಅವರ ಪಕಾರ

ಭಾಷಾ ಕಲಲಕ ಹಾಗೂ ಭಾಷಾ ರಶಕಷಕ.

WÀlPÀ 2 ಭಾಷಾ ಸಂವಹನ ಕರಶಲಗಳು 10 ಅವಧ 2.1 ಆಲಲಸುವಕಯ ಉದದೇಶಗಳು: ಆಲಲಸುವಕಯನುನ ಬಳಸಲು ಇರುವಲಲನ ಚಟುವಟಕಗಳು.

2.2 ಮಾತನಾಡುವಕಯ ಉದದೇಶಗಳು: ಮಾತನಾಡುವ ಕರಶಲದಲಲನ ದವನಾಯಂಗಗಳ ಪಾಮುಖಯತ.

2.3 ಓದುಗಾರಕಯ ಉದದೇಶಗಳು: ಓದುಗಾರಕ ಕರಶಲವನುನ ಉತುಮ ಪಡಸಲು ಇರುವಂತಹ ಚಟುವಟಕಗಳು.

2.4 ಬರವಣಗಯ ಉದದೇಶಗಳು: ಉತುಮ ಕೈ ಬರಹದ ಲಕಷಣಗಳು, ಬರವಣಗ ಉತುಮ ಪಡಸುವ ವಧಾನಗಳು.

WÀlPÀ 3 ಭಾಷಾ ಪಠಯಕಮ ಮತುು ಭಾಷಾ ಬೂೇಧನ: 10 ಅವಧ 3.1 ಭಾಷಾ ಪಠಯಪುಸುಕ : ಸವರೂಪ, ತತವಗಳು, ಅವಶಯಕತ ಪಥಮ/ ದವವೇತೇಯ/ ತೃತೇಯ ಭಾಷಾ ಪಠಯಪುಸುಕಗಳ ವಶೇಷಣ

ಮತುು ವಮಶಣ. ಭಾಷಾ ಪಠಯಪುಸುಕದ ಅಥಣ ಮತುು ವರಶಷು ಲಕಷಣಗಳು.

3.2 ಪಠಯಪುಸುಕಗಳಗ ಪೂರಕ ಓದು: ಅವಶಯಕತ, ವಧಗಳು, ತತವಗಳು, ಉಪಯೇಗ.

3.3 ರಶಕಷಕ ಕೈಪಡ ಮತುು ವದಾಯಥಣ ಅಭಾಯಸ ಪುಸುಕ: ಅವಶಯಕತ, ಪಠಯ ವಸುು ವಷಯ ಮತುು ಪಾಯೇಗಕ ಉಪಯೇಗ.

3.4 ಅಂತರ ಶಾಖಾ ಜಞಾನ ಮತುು ಬಹು ಶಾಖಾ ಜಞಾನದ ಬೂೇಧನ ಮತುು ಕಲಲಕ: ಅಥಣ ಮತುು ಪಾಮುಖಯತ.

ನಯೇಜತ ಕಾಯಣ : ಪರಢಶಾಲಾ ಕನನಡ ಪಠಯಕಮದ ಆಯದ ಪಬಂಧಗಳಗ ಬೂೇಧನಾ ಸಾಮಗಯನುನ ತಯಾರಸುವುದು.

ಪರಢಶಾಲಾ ಕನನಡ ಪಠಯಕಮದ ಆಯದ ನಾಟಕ ಭಾಗಗಳಗ ಬೂೇಧನಾ ಸಾಮಗಯನುನ ತಯಾರಸುವುದು.

ಕನನಡ ಸಾಹತಗಳ ಸಂದಶಣನ ಮಾಡ ಅವರನುನ ಕುರತ ವಚಾರಗಳನುನ ದಾಖಲು ಮಾಡುವುದು.

ಪರಢಶಾಲಾ ಹಂತದ ಮಕಳಗ ಕನನಡ ಭಾಷ ಹಾಗೂ ಸಾಹತಯವನುನ ಕುರತ ರಸಪಶನ ಕಾಯಣಕಮವನುನ ಯೇಜಸ

ದಾಖಲು ಮಾಡುವುದು.

ಆಯಾ ಸಂಸಯಗಳಗ ಸೂಕುವನಸುವ ಮತಾುವುದೇ ನಯೇಜತ ಕಾಯಣವನುನ ಮಾಡಬಹುದು.

ಮಾತನ ದೂೇಷವರುವ ಮಕಳ ದೂೇಷ ತದದಲು ಬೂೇಧನಾ ಸಾಮಗಯ ತಯಾರ.

ಉಚಾಾರ ದೂೇಷವರುವ ಮಕಳ ದೂೇಷ ತದದಲು ಬೂೇಧನಾ ಸಾಮಗಯ ತಯಾರ.

ಬರವಣಗ ದೂೇಷವರುವ ಮಕಳ ದೂೇಷ ತದದಲು ಬೂೇಧನಾ ಸಾಮಗಯ ತಯಾರ.

ಮರಲಾಯಂಕನ :

ಕ.

ಸಂಖಯಯ ವಷಯ ಆಂತರಕ ಅಂಕ ಬಾಹಯ ಅಂಕ

1. ಒಂದು ನಯೇಜತ ಕಾಯಣ 5 -

2. ಎರಡು ಆಂತರಕ ಪರೇಕಷಗಳು 5+5 - ಒಟುು 15 35

ಆಕರ ಗಂಥಗಳು:

1. ಅನಂತರಾಮು, ರಾ. (1983) ’ಕನನಡ ಭಾಷಾ ಬೂೇಧನ’ ಮೈಸೂರ: ಭಾರತೇ ಪಕಾಶನ, ಸರಸಪತಪುರಂ.

2. ಕೂಂಗವಾಡ, ಎನ.ಬ (1999) ’ಭಾಷ ಮತುು ಕನನಡ ಬೂೇಧನ’, ಗದಗ: ವದಾಯನಧ ಪಕಾಶನ

3. ಚದಾನಂದಮೂತಣ, ಎಂ (1998) ’ಭಾಷಾ ವಜಞಾನದ ಮೂಲ ತತವಗಳು: ಮೈಸೂರ: ಡ.ವ.ಕ ಮೂತಣ, ಕೃಷಣಪುರಂ.

4. ಧಾರವಾಡಕರ, ರಾ.ಯ. (2004) ’ಕನನಡ ಭಾಷಾ ಶಾಸರ’, ಮೈಸೂರ: ಗೇತಾ ಬುಕ ಹರಸ ಪಕಾಶಕರು.

5. ಪಂಡತ, ಕೃಷಣ.ಸ. (1990) ’ಶಾಲಗಳಲಲ ಕನನಡ ಬೂೇಧನ’, ಮೈಸೂರ: ಗೇತಾ ಬುಕ ಹರಸ.

6. ಪಟುೇದ, ಎಲ.ಬ. (2007) ’ಸರಗನನಡ ನುಡ ಬೂೇಧನ, ಗದಗ: ವದಾಯನಧ ಪಕಾಶನ.

7. ಪಟುಣಶಟು, ಎಮ.ಎಮ. (2000) ‘ ಶಾಲಾ ಕಾಲೇಜುಗಳಲಲ ಪರಣಾಮಕಾರಯಾದ ಬೂೇಧನಗ ಅಣು ಬೂೇಧನ’,

ದಾವಣಗೇರ: ಯು. ನೇಡ ಪಬಕೇಶನ ,

8. ಪರಗ, ಅನಸೂಯ.ವ. (1990) ’ಮಾತೃಭಾಷ ತತವ ಮತುು ಬೂೇಧನಾ ಮಾಗಣ’, ಮಧುಗರ ಪುರವರ: ಅನಸೂಯ ಪಕಾಶನ.

9. ರಮಣ, ಬ.ವ. (1979) ’ಕನನಡ ನುಡ ಬೂೇಧನ’ ವೇರಾಜ ಪೇಟ: ಸವೂೇಣದಯ ಬುಕ ಡಪೂೇ, ಚಕಪೇಟ.

10. Billiows, F.L. (1967) The Techniques of Language Teaching’, London: Longman Green and Company, Ltd, 48 Grosvenar Street. 11. Jahangira, N.K. and singh, Ajit (1982) ‘core Teaching skills: Micro Teaching Approach’, Delhi: NCERT

BED20CPS 1.4.2 PEDAGODY OF SCHOOL SUBJECT – I: COMMERCE

Contact hours: 30 Maximum Marks: 50

Credits: 2

OBJECTIVES


To re-engage with their discipline and revisit prevalent conceptualizations and practices.

Place of commerce education in society and the potential role that it can play in developing commercially conscientious citizens

To comprehend the meaning of interdisciplinary and multidisciplinary learning

To understand different approaches in interdisciplinary learning

To appreciate the different academic disciplines and their place in the school

curriculum

To appreciate the role of commerce in facing global challenges

To apply the understanding of commerce in curriculum transaction

UNIT 1 COMMERCE AS AN ACADEMIC DISCIPLIENE 10 hours

1.1 Meaning, nature, need and scope of commerce education.

1.2 Meaning and characteristics of and classification of academic disciplines: Becher -Biglan

typology (pure-hard, puresoft, applied-hard, applied-soft types) with emphasis on nature

of knowledge in each type.

1.3 Commerce Education: Evolution and Foundations of Historical and Socio-Political Context of Commerce Education.

1.4 Principles of Teaching of Commerce:

UNIT 2 UNDERSTANDING KNOWLEDGE IN COMMERCE 10 hours

2.5 Interdisciplinary and multidisciplinary teaching and learning: meaning and significance

and role of the institution

2.2 Strategies/ approaches for interdisciplinary learning (team teaching, experiential

learning)

2.3 Interrelationships within Commerce (Accountancy and Business Studies/

Management)

2.4 Commerce and Social Sciences (linkages with Economics, Sociology, Geography and Law.

UNIT 3 COMMERCE AND SOCIETY 10 hours

3.1 Place of commerce in present school curriculum

3.2 Issues and challenges in teaching commerce

3.3 Role of Commerce with respect to the following global issues :promoting peace and

respecting diversity

3.4 Understanding Ethics and Values of Contemporary Business Environment and Commerce

Education

SUGGESTED ACTIVITIES:

Collaborative projects on selected cross curricular areas taken from school syllabus:

written assignments on issues, seminar presentation and action research with peers'

involvement.

Establishment and Enrichment of Resource Centre

Enrichment of the subject areas like business studies, mathematics, statistics and and

economics.

Engagement with curriculum policies/documents and curriculum frameworks.

Critical appraisal of existing commerce in social science curriculum and text book at

school level

Development of Unit / Thematic Plan.

Organizing field trips as learning experience.

Collection and Maintenance of relevant instructional resources.

ASSESSMENT:

Sl. No Items

Internal

Marks

External

Marks



Total 15 35

SUGGESTED READINGS:

1. Afzal, M. (2005). Analytical Study of Commerce Education at Intermediate Level in Pakistan. Doctoral Thesis. University of Punjab, Lahore.

2. Carmona, S., Ezzamel, M., Gutiérrez, F. (2004). Accounting History Research: Traditional and New Accounting History Perspectives, Spanish Journal of Accounting History. 1, 24-53.

3. Cherunilam, F. (2000). Business Environment. (11thed.). New Delhi: Himalaya Publishing House. (Chapter-4: Social Responsibility of Business)

4. Dymoke, S. and Harrison, J. (Ed.) (2008). Reflective Teaching and Learning. New Delhi: Sage. Chapter-4: Classroom Management

5. Lal, J. (2002). Accounting Theory. (2nded.). New Delhi: Himalaya Publishing House. (Chapter-2 Classification of Accounting Theory.

6. Wadhwa, T. (2008). Commerce Curriculum at Senior Secondary Level: Some Reflections. MERI Journal of Education. III (2), 52-59

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BED20CPS 1.4.3 PEDAGOGY OF SCHOOL SUBJECT – I:

PHYSICAL SCIENCE

Contact Hours: 30 Max marks: 50

Credits: 2

OBJECTIVES


1. Explain the nature and structure of science and recognize the significance of physical

science in the modern world.

2. Acquire an understanding of the aims, values and objectives of teaching physical

science in secondary schools.

3. Learn to analyze the content of physical Science into concepts, facts, principles, laws

and generalizations and apply them for teaching physical science.

4. Apply various methods, approaches, techniques and models of teaching in the

teaching of physical science.

5. Explore the contribution and efforts of eminent educational scientists who have

evolved strategies to strengthen the science curriculum.

6. Grow in a love for science and its discoveries and develop positive attitudes towards

scientific knowledge and teaching.

UNIT I : NATURE OF SCIENCE AND SCIENCE EDUCATION (10 hours)

1.1 The nature of science- science as a process and science as a body of knowledge, as a social enterprise; Science-Technology-Society-Environment (STSE) Interface.

1.2 Impact of Physical Science: impact of chemistry & Values of Physical Science. 1.3 A historical perspective: the development of science as a discipline contributions

of Popper and Kuhn. Science, karl Popper Philosophy of Science. 1.4 A critical understanding of science as a subject at the various levels of school

education the purpose of science education at the various levels of school education: Science Education in developing country.

UNIT II: THE LEARNER CONTEXT (10 hours)

2.1 Development of Scientific attitude: Scientific Temper, Scientific method, ethics of

science.

2.2 Children’s conception of scientific phenomena- Pre-conceptions in science and

their significance in knowledge constructions (with linkages to learning at the

primary level); Misconceptions and ‘alternative frameworks’ in science.

2.3 Construction of knowledge in science: conceptual schemes, concept maps.

2.4 Role and limitation of language: its contribution towards expression, articulation

and the understanding of science.

UNIT III: THE SCIENCE CURRICULUM (10 hours)

3.1 Meaning of curriculum – characteristics of good curriculum, principles of curriculum

organization. Criteria for the analysis of science textbooks including issues related to

gender & socio-cultural context, etc.

3.2 Approaches to curriculum transaction: integrated disciplinary & Interdisciplinary.

3.3 A critical review of Science Curriculum at the National Level & State Level (NCERT

& SCERT); Hoshangabad Science Teaching Programme (HSTP)

3.4 Science curriculum at International level:- Nuffield Science project, Harvard Science

project, project 2061 etc.


1. Critical review of text book of 8th ,9th,10th and PUC Classes

2. Concept mapping

3. Study of NCERT Curriculum of any class

4. Survey on Scientific Attitude/Learning Attitude towards Science

5. Study on opinion of public understanding of science

6. Role of Science in the developing country

7. Study of misconceptions in Science among secondary school Students

8. Study of achievers in the field of Science

9. Preparation of Biography of Local achievers in the field of Science (2 or 3)

10. Community resources to teach Science

ASSESSMENT:

Sl. No. Items

Internal

Marks

External

Marks



Total 15 35

SUGGESTED READINGS

1. Aikenhead, W. W. (1998). Cultural aspects of learning science. Part one , pp 39-52. (B. F. Tobin, Ed.) Netherlands: Kluwer academic Publisher.

2. Barba, H.R. (1997).Science in Multi-Cultural Classroom: A guide to teaching and Learning. USA: Allyn and Bacon.

3. Bevilacqua F, Giannetto E, & Mathews M.R., (eds.). Science Education and Culture: The Contribution of History and Philosophy of Science. The Netherlands: Kluwer Academic Publishers.

4. Cobern, W. W. (1998). Socio-Cultural Perspectives on Science Education.

a. London: kluwer Academic Publisher.

5. Deo, M.G. & Pawar, P.V. (2011), General Article: Nurturing Science Talent in Villages, In Current Science, Vol. 101, No. 12, pp1538-1543.

6. Hines, S. M. (Ed.). (2005). Multicultural science Education: Theory, Practice, and Promise (Vol. 120). New York, U.S.A: Peter Lang.

7. Lee, E. & Luft, J. (2008), Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge. International Journal of Science Education 30(10), 1343-1363(21),

8. Lee, O. (2003). Equity for Linguistically and Culturally Diverse Students in Science Education. Teachers College Record, 105 (3), pp 465-489.

9. Lynch, S. J. (2000). Equity and Science Education Reform. Mahwah, NJ: LawrenceErlbaum Associates, Inc.

10. National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane Teacher (2009-10), NCERT: New Delhi

11. National Curriculum Framework, (2005), NCERT: New Delhi 12. Newsome, J. G. & Lederman, N. G. (Eds.) (1999), Examining Pedagogical

12. Content Knowledge: The Construct and its Implications for Science Education. Kluwer Academic Publishers, The Netherlands

13. Parkinson, J. (2002). Chapter-1. Learning to Become an Effective Science Teacher. In Reflective Teaching of Science 11-18: Continuum Studies in Reflective Practice and Theory. New York: Continuum. pp. 1-12.

14. Quigley, C. (2009). Globalization and Science Education: The Implications for Indigenous knowledge systems. International Educational Studies , 2 (1), pp 76-88.

15. Rashtriya Madhyamik Shiksha Abhiyan (2005), MHRD: New Delhi 16. Rivet, A.E. & Krajick, J.S. (2008), Contextualizing Instruction: Leveraging

16. Students’ Prior Knowledge and Experiences to Foster Understanding of

17. Middle School Science, In Journal of Research in Science Teaching, Vol. 45, No. 1, pp 79-100.

18. Sears, J. and Sorensen, P. (Eds.). (2000) Issues in Science Teaching. Routledge Falmer, The Netherlands.

19. Tobin, K. (Ed.). (1993). The Practice of Constructivism Science Education . Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc.

20. Van Driel, J.H.V., Beijaard, D. & Verloop, N. (2001), Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge. Journal of Research in Science Teaching, 38(2), 137-158, February

21. Wallace J. and Louden W. (eds.). Dilemmas of Science Teaching: Perspectives on Problems of Practice. London: Routledge Falmer. pp. 191-204.

22. Wang, H. A and Schmidt, W. H. (2001). - History, Philosophy and Sociology of Science in Science Education: Results from the Third International Mathematics and Science Study. In F. Bevilacqua, E.

23. Giannetto, and M.R. Mathews, (eds.). Science Education and Culture: The Contribution of History and Philosophy of Science. The Netherlands: Kluwer Academic Publishers. pp.83-102. 1

***********************************

BED20CPS 1.5.1 PEDAGOGY OF SCHOOL SUBJECT -II:

SOCIAL SCIENCE


Credits: 2

OBJECTIVES


Understand the nature and philosophy of Social Science.

Understanding of contemporary society and the relevance in teaching of social science in schools.

Understand the status of social science at secondary school level.

Understand the issues and challenges in articulating the nature of social science curriculum and its pedagogical practices.

To understand the concept of social science

To understand the qualities & professional development of teachers.

To understand the correlation of Social science with other subjects.

UNIT I: MEANING, ELEMENTS OF SOCIAL SCIENCE AND CORRELATION:

(10 hours)

1.1 History and Geography- Meaning, Nature, Time Sense and Space Sense Elements.

1.2 Political Science and Economics – Meaning, Nature

1.3 Social Science: Concept, Values of teaching Social Science

1.4 Correlation- Concept, Correlation of Social Science with other school subject:

History & literature, History & political science, History & geography, Political science

and Economics, Geography and Physical science.

UNIT II MAJOR CONCEPTS IN SOCIAL SCIENCE: (10 hours)

2.1 Historical thinking concepts (big six historical thinking concepts of Peter Sexias &

Morton)

2.2 Collingwood‘s approach to reconstruct historical imagination

2.3 Geo- Literacy: Concept, Importance

2.4 Cross Cultural perspectives and issues in social science.

UNIT III PEDAGOGICAL ISSUES IN SOCIAL SCIENCE (10 hours)

3.1 Social Teacher: Qualities, Competencies and Role in Society

3.2 Challenges in the development of Social Science Curriculum.

3.3 Recommendations of National Curriculum Frameworks 2000 and 2005 to Social Science.

3.4 Characteristics of Good Social Science Text book- Critical Review of Social Science

Text books: Class Six to Class Ten.


Collaborative projects on selected cross curricular areas taken from school syllabus:

written assignments on issues, seminar presentation, action research with peers'

involvement.

Establishment and Enrichment of Social Science Resource Centre

Enrichment of the subject areas like geography, history, political and social life and

economics.

Engagement with curriculum policies/documents and curriculum frameworks.

Critical appraisal of existing social science curriculum and text book at school level

Development of Unit / Thematic Plan.

Organizing field trips as learning experience.

Collection and Maintenance of relevant instructional resources.

ASSESSMENT:

Sl. No. Items

Internal

Marks

External

Marks



Total 15 35

SUGGESTED READINGS:

Arora &Awasthy (2003), Political theory, Haranand Publication Pvt. Ltd. New Delhi.

Arora, P (2014). Exploring the Science of Society. Journal of Indian Education.NCERT, New Delhi.

Arora, P (2014). A Democratic Classroom for Social Science, Project Report, University of Delhi, Delhi.

Batra, P. (Ed 2010). Social Science Learning in Schools: Perspective and Challenges. Sage Publications India Pvt. Ltd. New Delhi.

Bining, A.C. &Bining, D.H.( 1952), Teaching of social studies in secondary schools, Tata McGraw Hill Publishing Co. Ltd. Bombay.

Crotty, M., (1998), The foundations of social research: Meaning and perspective in the research process, London: Sage Publication.

Edgar, B.W. & Stanely (1958), Teaching social studies in high school, Heath and company, Boston D.C.

Gallanvan &Kottler, Ellen (2008), Secrets to success for social studies teachers, Crowin Press, Sage Publication, Thousand Oaks, CA 91320.

George, A., M. &Madan, A. (2009). Teaching Social Science in Schools.

Sage Publications India Pvt. Ltd. New Delhi.

Hamm, B. (1992).Europe – A Challenge to the Social Sciences. International Social Science Journal (vol. 44).

Haralambos, M. (1980). Sociology Themes and Perspectives. New York. O.U.P.

Haydn Terry,Arthur James and Hunt Martin. (2002),Learning to Teach History in the secondary school : A companion to school experience, Routledge, Falmer, (Taylor and Francis group), London, New York.

Kumar, Sandeep (2013).Teaching of Social Science, Project Report,

University of Delhi, Delhi.

Kirkpatrick, Ecron, (1997). Foundation of Political Science: Research, Methods and Scope, New York, The free press.

Mayor, F. (1992). The role of the Social Sciences in a changing Europe. International Social Science Journal (vol. 44).

Misra, Salil and Ranjan, Ashish (2012)Teaching of Social Sciences:History,Context and Challenges in VandanaSaxena (ed.),Nurturing the Expert Within, Pearson, New Delhi

Popper, Karl. (1971). The Open Society and its Enemies. Princeton University Press.

Prigogine, I., &Stengers I. (1984). Order Out of Chaos: Man’s New

Dialougewith Nature. Batnam Books.

UNESCO-World Social Science Report (2013)

Wagner, P. (1999). The Twentieth Century – the Century of the Social Sciences? World Social Science Report.

Wallerstein, I, et al., (1996). Open The Social Sciences: Report of the Gulbenkian commission on the Restructuring of the Social Sciences. Vistaar Publications, New Delhi.

Webb,Keith (1995). An Introduction to problems in the philosophy of social sciences, Pinter, London, New York.

Winch,Peter (1958).The idea of a Social Science and its relation to Philosophy Routledge and Kegan Paul, London, New York: Humanities Press.

*****************************

BED20CPS 1.5.2 PEDAGOGY OF SCHOOL SUBJECT - II:

MATHEMATICS


Credits: 2

Objectives


Understand Mathematics as a study of creating different patterns

Focus on different mathematical processes

Understand the nature and structure of Mathematics

Critically challenge the sociological beliefs related to mathematical abilities,

Mathematics confined to Arithmetic

Discuss the developmental progression in the learning of Mathematical concepts

Explain Socio-cultural perspectives in Mathematics learning

Explain the meaning, principles and organization of Mathematics Curriculum

Discuss the features of Mathematics Syllabus with special reference Karnataka State

syllabus, CBSE and ICSE;

Develop an ability to critically review the Mathematics curriculum with reference to

CBSC, ICSE

Develop an ability to critically analyze the textbooks of Secondary School

Mathematics curriculum.

UNIT 1: INTRODUCTION TO MATHEMATICAL THINKING 10 hours

1.1 Nature of Mathematics: Meaning of Mathematics: as a science of numbers, form and

function, as a language, as an abstract science and deductive structure.

1.2 Mathematics as a study of Creating, Discerning and Generalizing Patterns

identifying and analyzing abstract patterns; patterns of shapes, patterns of motion, patterns of

repeating chance, numerical patterns

1.3 Underlying Mathematics as a humanly created Subject: Creating mathematical

structures – idea of axioms, postulates and proofs; meaning of proof, different methods of

proofs – direct proof, indirect proof, counter examples and proof by induction.

1.4 Factors in the development of Mathematics and Mathematical equity: Socio-cultural,

economic and political factors in the development of Mathematics; Addressing the concerns

of societal as well as Mathematical equity.

UNIT 2: LEARNING MATHEMATICS 10 hours

2.1 Developmental progression in the learning of mathematical concepts – Piaget,

Skemp, Bruner and Vygotsky; Fischbein on intuitive thinking

2.2 Focus on Mathematical processes – problem solving, problem posing, patterning,

reasoning, abstraction and generalization; argumentation and justification

2.3 Socio-cultural perspectives in Mathematics learning – Situated learning; mathematical

problem solving by A Shoenfeld; social construction of knowledge; social interaction and

community of practice.

2.4 Learners Identity in Mathematics: Interrogate the notion of “Achievement Gap” and

Construction of learners Identity in a Mathematics class room.

UNIT 3: MATHEMATICS CURRICULUM 10 hours

3.1 Curriculum: Meaning, definition and Principles of Curriculum Construction;

Organization of the Curriculum: Psychological approach, Logical approach, Spiral approach

and Topical approach

3.2 Mathematics Syllabus: Main Features of Mathematics Syllabus with special reference to

Karnataka State syllabus, CBSE and ICSE; critical review of Mathematics curriculum with

reference to CBSC, ICSE

3.3 Recommendation of Curriculum Framework in Mathematics: NPE-1986, NCF-2005

3.4 Mathematics Text Book: Characteristics of good Mathematics Text Book and criteria

for the analysis of Mathematics text book (including issues related to gender, the socio-

cultural content)


The students are expected to select any one assignment from the following:

1. Explain the contribution of Piaget, Skemp, Bruner and Vygotsky; Fischbein on

intuitive thinking in the developmental progression in the Learning of Mathematical

concepts

2. Critically analyze the Mathematics Text Book of std. VIII, IX and X of Secondary

School of Karnataka State

3. Critical review the Mathematics curriculum with reference to Karnataka State

syllabus, CBSC, ICSE by keeping in mind the main features of Mathematics Syllabus

4. Critical review the Mathematics curriculum with reference to Karnataka State

syllabus, CBSC, ICSE by keeping in mind the recommendation of Curriculum

Framework in Mathematics: NPE-1986, NCF-2005

5. Prepare a paper on the use of Mathematics in daily life.

ASSESSMENT:

Sl. No. Items

Internal

Marks

External

Marks



Total 15 35

SUGGESTED READINGS:

1. Aggarwal, S.M., A Course in Teaching of Modern Mathematics, Danpat Rai & sons,

Delhi, 1990.

2. Kumar, Sudhir, Teaching of Mathematics, Anmol Publications, New Delhi, 1993.

3. Mangal, S.K., A Textbook on teaching of Mathematics, Prakash Brothers, Ludhiana,

1994.

4. Sidhu, K.S., Teaching of Mathematics, Sterling Publishers Pvt.Ltd., Bangalore, 1995.

5. Jantli, R.T., Subodha Ganitha Bodhane, Bharath Book Depot Mattu Prakashana,

Dharwad, 1990.

6. N.C.E.R.T., Content – cum – Methodology of Teaching Mathematics for B.Ed

Students, N.C.E.R.T., New Delhi 1984.

7. Aggarwal, J.C., Essentials of Educational Technology : Teaching Learning

Innovations in Education, Vikas Publishing House Pvt. Ltd., 1995.

8. Aggarwal, J.C., Principles, methods & techniques of teaching, Vikas publishing

House Pvt, Ltd., 1997.

9. Walia, J.S., Educational Technology, Paul Publishers N.N. 11, Gopal Nagar, Jalandar

City, Punjab, 1997.

10. N.C.E.R.T., National Curriculum Framework for school Education, N.C.E.R.T., New

Delhi. 2000.

11. Siddiqui and Siddiqui, Teaching of Science Today and Tomorrow – Doba House,

Delhi, 1998.

12. Yadhavada, S.B., Ganitha Bodhas, Vidhyanidi Prakashana Gadag, 1998.

13. Sharma R.C., Modern Science Teaching, Danpat Rai, Publishing Co., New Delhi,

2001.

14. Emerging Pedagogic Practices in Mathematics – Jyothi Sharma & R.D. Mehta.

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BED20CPS 1.5.3 PEDAGOGY OF SCHOOL SUBJECT - II:

BIOLOGICAL SCIENCE


Credits: 2

OBJECTIVES


1. Acquire an understanding of the scientific focus of Biology and will note its relationship with other branches of science.

2. Clarify the terms, concepts and processes of cell biology, Developmental Biology, physiology and Environmental Biology, Genetics and Evolution.

3. Note the recent trends in the content and curriculum of Biology in India and other countries and realize its significance as teachers.

4. Develop the skill of writing instructional objectives in terms of observable behaviours, analyze the content pedagogically and prepare lesson plans in transactional terms.

5. Learn the methods and approaches to teaching Biology and apply the same to teaching at the secondary school level.

6. Use advanced and creative techniques, learning aids and improvised apparatus in their Biology lessons in secondary schools.

UNIT 1: NATURE AND SCOPE OF SCIENCE AND BIOLOGY 10 hours

1.1 The nature of science - science as a process and as a domain of inquiry and exploration; A

continuously evolving discipline.

1.2 Impact of Biological Science: Relationship to chemistry and values and ethics of learning

Biological Science.

1.3 Scope of Biological Science for understanding the diversity of Biology, Science-

Technology-Society-Environment (STSE) Interface.

1.4 History of biological Sciences (origin of life and its evolution, environment, health, major

inventions in Biology.

UNIT 2: AIMS AND OBJECTIVES 10 hours

2.1 Acquiring skills to understand processes of studying biology e.g. observation (

microscope, specimen, herbarium) exploration, experiments (simple Biology experiments)

Generalisation of observations and validation of Knowledge.

2.2 Curricular concerns and its development with reference to biological sciences; (BSCS,

NCERT) Content selection and its organization; Understanding of facts, principles and its

application biological principles with cognitive abilities and development of learners.

2.3 Understanding learning objectives of different areas of Biology, Construction of

knowledge in Biological science: conceptual schemes, concept maps.

2.5 Linkages to learners previous understanding (classroom, environment, Society

and peer group) and Knowledge in the area of biology.

UNIT 3: PEDAGOGICAL SHIFT IN BIOLOGICAL SCIENCE 10 hours

3.1 Biological science curriculum and planning teaching – learning experiences (taking

examples from science/ Biology, such as Photosynthesis, Life Processes, Diversity in Living

Organisms, Biotechnology etc.) Pedagogical shift in nature of Biological

Science,(Constructivism)

3.2 Democratising Science learning: Critical pedagogy.

3.3 Approaches and strategies of learning Biology: Expository approach, investigation,

projects, peer interaction, experiential learning, concept mapping and self – learning, etc.,

designing learning experiences with all these approaches.

3.4 Criteria for the analysis of science textbooks including issues related to gender & socio-

cultural context, etc.


1. Critical review of text book of 8th ,9th,10th and PUC Classes

2. Concept mapping

3. Study of NCERT Curriculum of any class

4. Survey on Scientific Attitude/Learning Attitude towards Science

5. Study on opinion of public understanding of science

6. Role of Science in the developing country

7. Study of misconceptions in Science among secondary school Students

8. Study of achievers in the field of Science

9. Preparation of Biography of Local achievers in the field of Science (2 or 3)

10. Community resources to teach Science

ASSESSMENT:

Sl. No. Items Internal

Marks

External

Marks



Total 15 35

SUGGESTED READINGS:

1. William D. Romey, Inquiry Techniques for teaching Science, Prentice Hall, INC, New

York.

2. Nathan, S. Washton, Science Teaching in SCC School, Harper and Borthers, New York.

3. Aggarwal, J.C. (1990). Curriculum Reforms in India, Daoba House Delhi

4. Mangal, S.K. (1995), Teaching of Physical and Life Sciences, AVG Book Depot, Karol

Bagh

5. Sood, J.K. (1987), Teaching of Life Science, Kohli Publishers Chandigarh.

6. Bhooshan, Shailendra, JeevVigyanShikshan, VinodPustakMandir, Agra, 1989

7. Kulshresth, SP, Teaching of Biology, R.Lall Book Depot, Meerut, 2006

8. Yadav, K, Teaching of Life Science, Anmol Publications, ND, 1993

9. Sharma, R.C. Modern Science Teaching, DhanpatRai& Sons, New Delhi.

10. Murrey J. Science Teaching in School, ASE, London.

11. Sood, JK, VigyanShikshan, VinodPustakMandir, Agra, 2008

12. Siddiqui, Dr., Teaching of Science Today and Tomorrow, Doaba House, Delhi, 1988

13. Lewis J., Teaching of School Physics, Penguin, UNESCO.

14. Sharma & Sharma, Teaching of Science, DhanpatRai and Sons, Jullundhar, Delhi.

15. Das, R.C., (1985), Science Teaching in School, Sterling Publishers Pvt Ltd, New Delhi

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BED20EPC 1.6 - FUNDAMENTALS OF ICT AND ITS APPLICATION

Contact Hours: 30

Credits: 2 Marks: 50

OBJECTIVES

State scope and importance of IT

Differentiate a system from computer system in terms of characteristics, capabilities

and limitations

Explain evolution of internet and World Wide Web

Distinguish between internet, intranet and extranet

UNIT 1: FUNDAMENTALS OF COMPUTER

1.1 ICT: Meaning, importance and tools of ICT

1.2 Scope of IT and its importance

1.3 Personal Computer (PCs)

1.3.1 Configurations of PCs

1.3.2 PCs specifications.

1.4 Basic components of a computer system

1.4.1 Input devices

1.4.2 Output devices

1.4.3 CPU and its components

1.4.4 Memory: RAM, ROM, EPROM, PROM

1.4.5 Secondary storage device

UNIT 2: INTERNET WEB AND EMERGING TECHNOLOGY

2.1 Internet and Its Evolution

2.2 World Wide Web

2.3 Internet, Intranets and Extranet

2.4 e-Mail Services

2.5 Web 2.0

2.6 Cloud Computing

2.7 Virtual Computing

2.8 e- Services

2.8.1 e-Commerce

2.8.3 e-Government


Demonstration by the Student on word processing

- Formatting text

- editing document

- tab setting,

- paragraph alignment

- inserting table and objects

- managing table of contents, page setup, proof reading the document

Lab work in pairs in a task assigned by the teacher using word processing.

Demonstration by the Student on spread sheet

- Naming cell and cell range, use of formula and different types of function

- inserting chart and objects

- Handling cell formatting such as alignment, numbers, currency, font colour,

merger and centre.

Create different types of presentation slides

Apply a design temples

Use formatting, Alignments, Bullet, Insert picture, Organization charts, Word Art,

Diagram Gallery display box, 3-D style, Rotating objected. Create/types of charts and

Data sheet. Chart with title, Axis, Gridlines, Legend, Data labels and data table.

Create different type of slides to use in the teaching and learning process.

ASSESSMENT:

Sl. No Items Internal

Marks

1 Assignment / Lab Records 15

2 One Test 20

3 Practical Exam 15

Total 50

SUGGESTED READINGS:

1. Alexis Leon & Mathews Leon (2009). Fundamentals of Information Technology, 2/e.

New Delhi.

2. Turban, R.R. (2014). Introduction To Information Technology. John Wiley and Sons

(Asia) Pvt. Ltd.

3. Sinha, P.K., & Sinha, P. (2007). Computer fundamentals: concepts, systems &

applications. New Delhi: BPB Publications.

4. Norton, P.(2006). Peter Norton’s computing fundamentals. Boston, Mass: McGraw –

Hill Technology Education.

5. Morley, D. &. (2013). Understanding Computers Today and Tomorrow. Cangage

Learning. V.Rajaraman, Neeharika Adabala (2014). Fundamentals of Computers 6th

Edition. New Delhi: PHI

6. Cox, J., Lambert, J., & Frye, C. (2011). Microsoft Office Professional 2010 step by

step. Redmond, Wash: Microsoft.

7. Melton, B. (Ed.). (2013). Microsoft Office Professional 2013. Sebastopol, Calif:

O’Reilly Media. Melton, Beth, Dodge, Mark, (2013), Microsoft Office Home and

Student 2013 Step By Step, PHI India.

8. Patrice – Anne Rutledge (2014), Office 2013 All – In – One Absolute Beginner’s

Guide ISBN: 9789332539372, Pearson India.

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BED20EPC 1.7 MICRO TEACHING AND SIMULATION LESSONS

Credits: 2 Marks: 50

A. Micro Teaching (any Six Skills) - 30 marks

Skill of probing questions

Skill of Introduction

Skill of explanation

Skill of illustrations with examples

Skill of stimulus variation

Skill of reinforcement

Skill of writing on the Black Board

Skill of Demonstration with an experiment

Skill of reading texts

Skill of Map location

C. Simulation Lesson (At college level) - 20 marks

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BED20EPC 1.8 READING AND REFLECTION OF TEXTS

Credits: 02 Internal Marks: 50

Objectives:

After completion of the course, student-teachers will be able to

Enhance their capacities as reflective readers

Engage themselves in interactive reading – individually and in small groups.

Exhibit their understanding of a text read in a oral or written discourse

Read various types of texts and relate the contents to their own conceptualisations of

various issues

Read texts available in digital forms making use of various gadgets, especially their

mobile phones

Activities:

1. There will be internal tests conducted on the basis of contents of the School text book

in the specialized School subjects opted by the students.

ASSESSMENT:

Pedagogy 1 + Pedagogy 2 = 25 marks + 25 marks = 50

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I Semester- Syllabus · I Semester- Syllabus Course Code Papers Credits Internal Assessment External Assessment Total Marks Minimum Minimum Maximum to pass Maximum to pass BED20PE

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